Grade 6 ELA Arizona Standards

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Ensure that pronouns are in the proper case (subjective, objective, and possessive).

Use intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) to set off non-restrictive/parenthetical elements.

Use correct spelling.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vary sentence patterns for meaning, reader/listener interest, and style.

Maintain consistent style and tone.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Compare and contrast one author's presentation of events with that of another author.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Explain how an author develops the point of view of the narrator or speaker in a text.

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

(Not applicable to literature)

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Review the key ideas expressed, draw conclusions, and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the argument presented.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the information or explanation presented.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 6 Reading standards to literature.

Apply grade 6 Reading standards to literary nonfiction.

Craft and Structure

Vocabulary Acquisition and Use

Presentation of Knowledge and Ideas

Speaking and Listening Standards

Comprehension and Collaboration

Key Ideas and Details

Reading Standards for Informational Text

Conventions of Standard English

Research to Build and Present Knowledge

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Knowledge of Language

Craft and Structure

Production and Distribution of Writing

Key Ideas and Details

Writing Standards

Integration of Knowledge and Ideas

Language Standards

Range of Writing

Range of Reading and Level of Text Complexity

Text Types and Purposes

Integration of Knowledge and Ideas

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

determine the central idea or theme and explain how they are supported by using some text evidence.

recount specific details and information in a variety of texts.

identify and describe similarities and differences between multiple texts.

determine which text structures and text types impact the central idea or theme.

analyze the central ideas and themes and justify how they are supported by using text evidence.

summarize a text including specific details and information.

compare and contrast details from multiple texts.

explain how structure, text type, and other elements impacts the central idea or theme.

: identify the main topic and a few key details.

retell a familiar text including specific details and information.

identify similarities and differences within a text.

identify text structures and text types.

using an increasing range of singular and plural nouns.

using a wider range of prepositional phrases (e.g. after lunch) to provide detail (e.g., time, manner, place, cause) about a familiar or new activity or process .

using a wider range of frequently occurring conjunctions (e.g., and, but, because).

using a wider range of frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

using a wider range of frequently occurring modals (e.g., shall, should, will, would).

increasingly using appropriate word order (subject-verb-object) in declarative, imperative, and interrogative sentences.

using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

using possessive with some familiar nouns (e.g., That is Mary’s backpack.).

using personal subject and object pronouns.

using verbs distinguishing present progressive and simple present.

using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g. , ate, ran, sang).

using an increasing range of verbs in the future with “going to” and “will”.

Applying subject - verb agreement using and increasing range of nouns and verbs.

using an increasing number of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

using gradeappropriate singular and plural nouns.

using a variety of prepositional phrases (e.g. toward the playground) to provide detail (e.g., time, manner, place, cause) .

using frequently occurring conjunctions (e.g., and, but, or, so, because).

using frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

using irregularly occurring modals (e.g., ought, had, better).

using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences.

using gradeappropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

using possessives with grade-appropriate nouns (e.g., That is Mary’s backpack.).

using personal (subject and object), possessive, and indefinite pronouns.

using verbs in the past progressive.

using grade - appropriate verbs in the simple present and simple past, including irregular past forms (e.g. , drank, sat, wrote).

using grade - appropriate verbs in the future with “going to” and “will”.

Applying subject - verb agreement using grade -appropriate nouns and verbs.

using a variety of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

using some familiar singular and plural nouns.

beginning to use some frequently occurring prepositional phrases (e.g., on the table) to provide detail (e.g., time, manner, place, cause) about a familiar activity or process .

using some simple, frequently occurring conjunctions (e.g., and, but).

using some simple, frequently occurring imperative sentences (e.g., Come in., Sit down.).

using some simple, frequently occurring modals (e.g., can, could, may, might).

beginning to use appropriate word order (subject-verb-object) in basic declarative and imperative sentences.

using some familiar common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

using some familiar verbs in the simple present and simple past, including irregular past forms for frequently used verbs (e.g. , had, was, went).

using some familiar verbs in the future with “going to”.

Applying subject -verb agreement using familiar nouns and verbs.

recognizing and use some frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

Deetermine the meaning of words and phrases in oral presentations and literary and informational text.

determine the meaning of frequently occurring academic and content specific words and phrases.

determine the meanings of some idiomatic expressions and figurative language (e.g., similes and proverbs) in familiar texts about a variety of topics, experiences, or events.

apply context clues, information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

determine the meaning of less frequently occurring words and phrases and content specific words.

determine the meaning of idiomatic expressions and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.

apply context clues, information from visual aids, reference materials, and knowledge of grade-appropriate English morphology to determine meaning of unknown words.

recognize the meaning of frequently occurring words, phrases, and expressions.

recognize the meanings of common idiomatic expressions.

apply information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

Speak and write about grade appropriate complex literary and informational texts and topics.

deliver short oral presentations that include some details to develop a topic.

compose written narratives, using appropriate conventions, that include details and examples to develop a topic.

compose informational texts that include details to develop a topic while using appropriate conventions.

produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

use examples of precise language and domain-specific vocabulary within informative texts.

deliver oral presentations that include details and examples to develop a topic.

compose written narratives, using appropriate conventions, that include details, examples, narrative techniques, and precise language to develop a topic.

compose informational texts that include details and examples to develop a topic while using appropriate conventions.

produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

use precise language and domain-specific vocabulary to inform about or explain the topic.

deliver short oral presentations that include a few details.

compose written narratives, using appropriate conventions, about familiar topics and experiences that include details.

compose informational texts that include details while using appropriate conventions.

produce phrases that identify relationships among ideas and concepts using transition words (e.g. another, for example, also, because).

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

construct a claim about a topic or text.

supply a reason that supports the opinion and is based on some textual evidence.

use grade-appropriate words and phrases.

provide a concluding statement to an argument.

construct a claim about a topic or text.

supply a reason that supports the opinion and is based on more detailed textual evidence and relevant background knowledge.

use grade-appropriate general academic and domain-specific words and phrases.

provide a conclusion that summarizes the argument presented.

express an opinion on a topic.

supply a reason that supports the opinion.

use grade-appropriate words.

provide a sense of closure to an argument.

demonstrate awareness of the need to adapt language choices according to purpose, task, and audience.

use general academic and content-specific words and phrases to express ideas.

adapt language choices and style (includes register) according to purpose, task, and audience.

use a wide variety of general academic and content-specific words to precisely express ideas.

demonstrate a developing awareness of the need to adapt language choices to different social and academic contexts.

use frequently occurring general academic and content-specific words and phrases to express ideas.

Participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in discussions about familiar topics and texts.

participate in written exchanges about familiar topics and texts.

follow the rules for discussion.

ask questions to gain information or clarify understanding.

contribute relevant information and evidence to collaborative oral and written discussions.

refer to previously read or researched information during collaborative oral and written discussions.

participate in extended conversations and discussions about a variety of topics and texts.

participate in extended written exchanges about a variety of topics and texts.

express own ideas using the rules for discussion.

pose and respond to questions about a variety of topics and texts.

paraphrase key ideas expressed in collaborative oral and written discussions.

refer to previously read or researched information during collaborative oral and written discussions.

participate in conversations and discussions about familiar topics.

participate in written exchanges about familiar topics.

follow the basic rules for discussion.

respond to simple yes-no and wh- questions.

respond to simple yes-no and wh- questions.

refer to previously read information on familiar topic during collaborative oral and written discussions.

Conduct research and evaluate and communicate findings to answer questions or solve problems.

gather information from multiple provided resources to answer a question.

paraphrase observations/ information notes with labeled illustrations, diagrams, or other graphics, as appropriate.

cite sources used in research.

restate the main idea using evidence from text or presentations.

gather information from print and digital provided resources to answer a question.

summarize key ideas and information in detailed and orderly notes, with charts, diagrams, or other graphics, as appropriate.

identify credible sources used in research and use a standard format for citations.

make inferences and draw conclusions using evidence from text or presentations.

gather information from provided resources to answer a question.

record some information/ observations in simple notes.

identify sources used in research.

tell how one or two reasons support the claim an author or a speaker makes.

distinguish between claims that are supported by reasons and evidence from those that are not.

use academic words and phrases to make a claim.

explain how an author or speaker uses reasons and evidence to support or fail to support a claim.

determine and evaluate whether the evidence is sufficient to support the claims.

use academic and domain-specific words and phrases to make a claim.

identify a reason an author or speaker gives to support a main point.

identify claims supported by reasons and evidence and those that are not.

use words and phrases to express ideas and opinions.

introduce and present facts about an informational topic and provide a conclusion when writing and speaking.

introduce and develop a sequence of events, using an increasing range of temporal and other linking words to connect, compare, and contrast ideas, and information (e.g., before, because, also) when writing and speaking.

introduce and develop an informational topic with facts and details and provide a concluding statement or section when writing and speaking.

introduce and develop a more detailed sequence of events, with a beginning, middle, and end using a variety of temporal and linking words and phrases to connect, compare, and contrast ideas, information, or events when writing and speaking.

communicate simple information about a topic when writing and speaking.

present a sequence of events in order using frequently occurring linking words (e.g., and, then) when writing and speaking.

Listening, Speaking, Reading, and Writing

Pre-Emergent/Emergent

Pre-Emergent/Emergent

Language

Intermediate

Speaking and Writing

Intermediate

Basic

Adapt language choices to purpose, task, and audience when speaking and writing.

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Basic

analyze and critique the arguments of others orally and in writing.

Pre-Emergent/Emergent

Intermediate

Basic

Pre-Emergent/Emergent

Basic

Basic

Pre-Emergent/Emergent

Listening and Reading

Create clear and coherent grade-appropriate speech and text.

Intermediate

Basic

Intermediate

Intermediate

Pre-Emergent/Emergent

Intermediate

Basic

Intermediate

Intermediate

Basic

Pre-Emergent/Emergent

Pre-Emergent/Emergent

Basic

Pre-Emergent/Emergent

Intermediate

Pre-Emergent/Emergent

Basic